Category Archives: News

Le vendredi

I am perfectly well, perhaps the best ever, but so introverted. It is possible that other people have these phases as well, when they are on sabbatical. I am not working on teaching, research or service, I am going through my books and creating a more amenable, and also more up to date work environment for myself. I’ve needed to do this for some time but now I am impelled. I always question people who say they did something because they could not resist but I do understand.

When I went into shock in November, 1991 I bookmarked my books and journals, to come back to later. I have kept all of these since, but not read them. Now they are yellow. I should stop listing what I discard here, and create an electronic library, and I will; for now, though, I want to say I am discarding:

— a copy of Luis Alberto Sánchez, VALDELOMAR O LA BELLE EPOQUE (México: FCE, 1976), which is of historical interest;
— Tom Weiskel’s THE ROMANTIC SUBLIME: STUDIES IN THE STRUCTURE AND PSYCHOLOGY OF TRANSCENDENCE (1976), which I had because I thought/think that if one understood these sources one might understand more about subjectivity, shadows and terror in Vallejo;
— CRITICAL INQUIRY 13:3 (Spring 1987), a special issue on “Politics and Poetic Value,” which I had kept by now in large part for Rob Nixon’s article on Caribbean and African appropriations of Shakespeare’s Tempest, which I thought would be good for teaching but which obviously, if I still need to see a piece this old, I can look up again.
— a bound photocopy of Meo Zilio, STILE E POESIA IN CESAR VALLEJO. It is a classic, but I do not believe I will ever have the patience for it.

I also got rid of two thick files of student papers and exams from some semester several years ago, and my 2006 TEI materials. I still think a digital archive of Vallejo with text versioning would be a good thing to have, but these materials are out of date and digital humanities irritate me. That is the project I’d like to do at the end, or start at the end of my life.

Because of the obsolescence of digital platforms this is a series of experiments I would like to do with text versions, and then write articles about.

Axé.

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I told you it was not time management

It is management of priorities, and thus of self.

I told you so, I told you so, I told you so. From the article:

What matters now? (People change in time, so it’s natural that priorities change in time, as well. Make sure you’re not acting on yesteryear’s priorities just because you had them last year.)
What actions can I take today, tomorrow, and this week that most reflect my priorities?
What are the priorities of the people around me who matter? (Your family, friends, boss, coworkers, employees.) Do we have alignment, interdependence, or tension?
What’s on my plate that doesn’t reflect my priorities and what needs to happen to get it off my plate?
With whom can I share my priorities so that I receive the support I need to take action on them?

Axé.

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Noam Chomsky

Here we have a piece on Chomsky to read.

Here we have the first month of Hattie‘s blog, November 2005. I started three months later, in February, 2006, and Hattie died in November, 2017. This means we have twelve years of blog posts from Hattie to review, 144 months.

This month, this year, every day I will reaffirm that I am a professor and deserve as much autonomy and authority as other professors. As we know, I never gave myself the chance or more accurately, I only gave myself the chance in certain ways and during certain short periods. I have to do it daily now, regardless of what I decide ultimately.

*

I will inherit less than was implied. It is very interesting; I knew from the first day I would not be happy as a professor or really be support myself as one, but the family insisted I continue, to remain in their good graces since I wasn’t competent at life, they said.

I don’t know how well I would have done at the things I thought of doing or those I wanted to try, but the inheritance will not be game-changing. Also my father, who is the only one now in charge, would not have disinherited me in any case.

I have long wanted to go to law school. Perhaps I should do it now so that I can always do contract work, no matter how old I am. I would not have to practice long in a state that paid into Social Security to qualify for that, either.

Axé.

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Mi papel

I have agreed to be the compiler of medical information and must not forget.

Axé.

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Campus Rebellions and Plantation Politics: Power, Privilege, and the Emancipatory Struggle in Higher Education

Axé.

I did not submit to this CFP, but I will be interested in the book.

Campus Rebellions and Plantation Politics: Power, Privilege, and the Emancipatory Struggle in Higher Education
Editors: Frank Tuitt, University of Denver
Bianca C. Williams, CUNY Graduate Center
Dian Squire, Iowa State University
Saran Stewart, University of the West Indies, Mona

In recent times, a resurgence of resistance to the structural racism and whiteness upon which institutions of higher education have been built has emerged. One can simply read newspapers over the last six months to identify hundreds of articles discussing the topic. Specifically, Black students and their accomplices have generated passionate protests and multiple forms of resistance on college campuses throughout the country and around the globe. As a consequence, these traditionally white institutions have now become the epicenter of the Movement for Black Lives as students have participated in numerous administrative building takeovers, teach-ins, and protests, drawing attention to racial discrimination and police violence on campus and in the community. Accordingly, in this edited volume, we will explore how these multiple forms of campus rebellions, and the strategies universities use to respond to these acts, reveal a modern conceptualization of “plantation politics.” We later discuss how these acts may lead to the conceptualization of emancipatory practices that can bring us closer to achieving racial equity in high education.

Craig Stevens Wilder (2013) noted that “colleges were [formed as] imperial instruments akin to armories and forts, a part of the colonial garrison with the specific responsibilities to train ministers and missionaries, convert indigenous peoples and soften cultural resistance, and extend European rule over foreign nations” (p. 33). These “imperial instruments” (Wilder, 2013) were created to profit off the diversity and bodies of Black slaves and Indigenous peoples, built to maintain a religious orthodoxy, and uplift (through education) an elite white body. In many ways, slave plantations served similar purposes. Durant (1999) argued that slave plantations were characterized by: (a) import of slaves and control by whites; (b) forced exploitation of labor resulting in acquired wealth, power, profit, and prestige; (c) slaves as chattel property; (d) social caste system with little upward mobility; (e) racially stratified division of labor with whites at the top and Blacks at the bottom; (f) strict system of governance employing control mechanisms; (g) “slave and non-slave subsystems, represented by emerging social institutions such as family, economy, education politics, and religion” (p. 5); and (g) a structure that required continual adaptation to internal and external forces. The parallels are incriminatory and it is clear that slave plantation politics can serve as an apt framework to view the contemporary university.

If we look at campus environments through the lens of Durant’s slave plantation, this helps us better understand (1) the ways enslaved Africans and slave plantations were fundamental to the creation of some university campuses; (2) how the exploitation of Black peoples’ physical and emotional labor continue to be central to the economic workings of universities; and (3) how the vestiges of plantation culture and life influence modern university culture, climate, and structures of power. Juxtaposing this lens within a higher education frame, allows us to examine the interactions between institutional leaders and campus protesters (students, faculty, and/or staff) in order to understand the power differentials embedded in these interactions. We can explore how the technologies used to create plantation life are similar to those technologies used to sustain higher education institutions, and the ways these work to produce racial inequities and hostile racial environments that give rise to campus rebellions. Finally, we can better understand how employing control mechanisms that seek to repress campus rebellions, may reinforce white supremacy, limit freedoms, and continue to oppress Black lives.

This edited collection is designed to provide scholars and practitioners in higher education insights into the ways that modern day universities are shaped by colonial vestiges of slave plantations in order to stoke the collective imagination toward racial justice. Campus Rebellions and Plantation Politics is both conceptual and practical in that we ask authors (and by extension readers) to draw parallels between slave plantations and modern universities, and provide implications for deconstruction of oppressive structures in order to reimagine emancipatory potential. That is, how does an analysis of Plantation Politics help one better engage in emancipatory action on college campuses? For this edited volume, we are seeking a range of chapters that appeal to the following sections: 1) Power and Privilege (e.g, emotional and physical labor; athletic departments as capitalist profiteers or other forms of plantation economy; exploitation); 2) Resistance (e.g., student protests, rebellion, coalition-building); 3) Futures and Imaginings (e.g., counternarratives; or non- plantation formations of education; fictional imaginings of university futures); and 4) Other contemporary examples of plantation politics (e.g., role of white allies, international slavery and higher education, the place of historically Black colleges and universities).

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Strand Bookstore

Here is an interesting discussion of the radical right.

Axé.

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El lado oscuro de la academia

I have gone to the dark side by proposing to a bureaucratic conference, in the section on student success. It is because I had a student from the Education school with a senior project that I thought deserved to have an impact if it could, so I consider this a teaching activity: getting a student into a professional conference. Still…well, in any case, here is the proposal. It is no badge of honor to have a presentation for a venue of this type, but I do hope we get in. I also hope I get the student to get the statistics that will make the presentation land.

SESSION TITLE

Spanish, the 21st century language: forming bilingual professionals

SESSION DESCRIPTION

The United States is the world’s second largest Spanish speaking country. The Spanish-speaking population of our state is on the rise, and interest follows national trends. Our parish schools have renewed investments in bilingual programs. We should make a parallel investment, designed both to attract first-generation and non-traditional Hispanic students into our universities and form them into bilingual professionals, and to better prepare those learning Spanish as a second language to work in bilingual environments. Current scholarship in language pedagogy offers tools to enhance student engagement and learning outcomes, and to lessen the gap between native and non-native speakers. Exposure to the spoken language and low student-teacher ratios are key in language acquisition. Today’s digital environment offers a plethora of authentic material and facilitates interaction.

PRESENTER BIOS

Dr. Z teaches Spanish and Latin American literature at Vichy State University. XY, a senior in Spanish Education at VSU, plans a career in secondary teaching, administration and education policy. This presentation is based on research and fieldwork undertaken by Y on the theoretical bases and practical implications of new Spanish language initiatives in the Pétain Parish schools. Y proposes we respond to these initiatives with programs designed to produce college graduates, native speakers or not, with professional-level bilingual skills. This would improve the quality of students, increase student numbers, and attract students from new demographics.

Axé.

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